This chapter examines ethnic minority participation in psychology at all stages of the academic pipeline from high school to the doctoral program. The intention is to identify the major points of attrition along the educational system for these students.

The authors present a "college pipeline" model for understanding gender inequality in baccalaureate degree attainment. This model identifies the multiple pathways and outcomes involved in pursuing an undergraduate degree. Reasons for the female advantage in attaining a degree, as well as exceptions to that advantage, are discussed.

This article explores the growth trends of the Latino population in the United States and the number of Latinos in the academic pipeline. It cautions that without the proper action, the number of Latinos in the pipeline will not keep pace with the population.

This chapter evaluates the effectiveness of specific types of pipeline leadership development programs. The authors describe ways to develop, plan, and implement an evaluation process, and conclude with a summary of the challenges and future directions for pipeline leadership programs.

Cooper, C. R., Chavira, G., & Mena, D. D. (2005). From pipelines to partnerships: A synthesis of research on how diverse families, schools, and communities support children's pathways through school. Journal of Education for Students Placed at Risk, 10(4), 407–430.

This article explains the relationship between five issues related to the academic pipeline problem among ethnically diverse students. Major factors influencing progress for this population include demographics; family support; exposure to math and language; links among family, schools, peers, and communities; and educational partnerships.

Daniel, J. (2009). Next generation: A mentoring program for Black female psychologists. Professional Psychology: Research and Practice, 40(3), 299-305. doi:10.1037/a0013891.

This article describes a mentoring program designed for Black female psychologists with a commitment to academic research.

This study evaluated collaboration among academic and community partners in a program to recruit African American youth into the health professions. The health career pipeline consisted of 14 subprograms designed to enrich academic science curricula, stimulate the interest of students in health careers, and facilitate entry into professional schools and other graduate-level educational programs.

This chapter examines two types of affirmative action policies --outreach practices and race sensitive admission processes -- to determine their effectiveness. While critics often point to problems with the race sensitive admission processes, these authors claim those programs have done more good than harm. These programs are evaluated from both a social and developmental psychology perspective.

This article describes a field study involving stereotype threat among women in higher level college math courses. Results showed that even highly motivated and proficient students are susceptible to the effects of stereotype threat.

Goulden, M., Mason, M. A., & Frasch, K. (2011). Keeping women in the science pipeline. Annals of the American Academy of Political and Social Science, 638(1), 141-162.

This article draws on multiple sources of data, including the Survey of Doctorate Recipients, to better understand the loss of female scientists in the pre-tenure phase of their careers. Family-related factors, such as marriage and childbirth, were identified as central to this phenomenon. The authors discuss the need for family-responsive institutional policies in order to address this concern.

The health field has seen an underrepresentation of African Americans, Latinos, and Native Americans. This article proposes a variety of strategies to increase the number of people from these groups in health related professions.

Based on interviews with 20 first-generation doctoral students, this article discusses the impact of the students’ identity, discipline, institution, finances, and family on the graduate school experience. Recommendations for practice are addressed.

Describes the construction and validation of the Perceptions of Diversity Instructors (PDI-32) measure, which assesses college students' ratings of instructors teaching a race-focused diversity course. Data collected with this measure indicated that students expected African American instructors to be more biased and European American instructors to have less content expertise. Students' expectation of professor bias mediated the relationship between the professor's race/ethnicity and students' evaluations.

Trends in the minority graduate pipeline are examined. Promising trends include a rise in the percentage (to nearly 25%) of minority psychology students receiving the bachelor's degree and a rise to more than 20% receiving the master's degree. Troubling trends include the stalling of growth in minority doctoral degree receipt since 1999 and the lack of growth in the percentage of African American and Hispanic/Latino(a) students entering doctoral programs.

For minority students, the higher education pipeline begins in high school and feeds into community colleges. The low numbers of minorities in four-year institutions and doctoral and master's degree programs are discussed. Recommendations are made for increasing the minority student population and the participation of minority faculty.

The study profiles recruitment and retention strategies used at 11 departments and programs considered to be making exemplary efforts to attract and retain minority students of color.

Russell, M. L. (2005). Traveling the road to success: A discourse on persistence throughout the science pipeline with African American students at a predominantly White institution. Journal of Research in Science Teaching, 42(6), 691–715.

This study focuses on 11 African American undergraduate seniors in a biology degree program at a predominantly White research institution in the southeastern United States. In discussing their high school and college experiences through the pipeline, participants identified factors related to their academic persistence.

This article presents the results of a collaborative project called LEAD (Leadership Education and Development) to ready underrepresented groups for higher education. Each partner’s involvement, the program’s sustainability, and the outcomes are discussed and analyzed.

Based on quantitative data, this study details the positive effects of college preparatory summer bridge programs (SBPs) for admitted students. These include: specific academic skills (such as use of technology and interpreting syllabi) and academic self-efficacy, which were found to positively predict first-semester grades.

This article examines trends in the growth of minority groups in the US as well as the growth of those groups in psychology in the areas of mental health services, the educational pipeline, and the leadership of the APA. The authors examine the past and present and provide suggestions for the future.

Native Americans are substantially underrepresented along all levels of the educational pipeline and among ethnic minority psychologists. This article introduces a program at the University of South Dakota called the Four Winds.” This culturally inclusive training program provides a comprehensive educational experience that emphasizes achieving a balance between the students' Native culture and their academic training and has the ultimate goal of increasing the number of Native Americans who enter the educational pipeline and complete their doctoral training in clinical psychology.”

The Pipeline is published through the American Psychological Association (APA)/National Institute of General Medical Sciences (NIGMS) Project. The Pipeline provides information on the progress of the APA/NIGMS project on Developing Minority Biomedical Talent in Psychology and facilitates communication among the participants in the project.

This special section consists of all model strategies previously published in the Communiqué from 1995–1999. It also consists of the strategies of those three psychology departments that were the awardees of the inaugural 1999 APA Suinn Minority Achievement Award.

Currently, all along the educational pipeline, students are being lost in the fields of science, mathematics and engineering. Moreover, the participation and persistence rates of women and minorities in these fields are dramatically lower than those of the general student population. This article examines factors affecting interests in science, challenges in retaining students and new efforts at retaining underrepresented students.